2020-2021_SkagitValley_ExecutiveSummary

The BERC Group EXECUTIVE
SUMMARY 2021
21 st Century Community Learning Center:
Boys and Girls Clubs of Skagit Valley
Cohort 17
YEAR 1 EXECUTIVE SUMMARY
KERI LEVINSON M.ED.
RONAK PATEL, PH.D.
STACY MEHLBERG, PH.D.
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Executive Summary
Beginning in 2015, the Boys & Girls Club of Skagit County (BGCSC) took over
administration of the 21st Century Community Learning Centers (21 st CCLC) program
from the Mount Vernon School District (MVSD). The Boys and Girls Club organization
was a long-term partner with the school district and was active in supporting the two
learning centers over the course of the previous grant cycle (2010-2015). The
programming remained consistent under the leadership of the Boys and Girls Club, and
successfully complete their 5-year grant. In 2021, the BGCSC applied for a new 5-year
21 st CCLC grant to provide a continuation of services for the students and families they
have been serving successfully since 2010.
The mission of the BGCSC is to “enable all young people, especially those who need us
most, to reach their full potential as productive, caring, responsible citizens” (grant
proposal, 2015). The organization prioritizes three areas: Academic Success, Healthy
Lifestyles, and Good Character and Citizenship. The main goals of the program include
providing services and promoting academic growth for low income and English
Language Learner students within MVSD. The grant proposal states a range of expected
outcomes, including:
• Improved academic performance
• Enriched learning experiences
• Family engagement
The 21 st CCLC grant was written for two sites: LaVenture Middle School (LVMS) and
Mount Baker Middle School (MBMS). During Year 1 the programs joined to meet at
LVMS, while still serving students from both school communities. The Vice President of
the Mount Vernon office of The Boys and Girls Club managed the grant, and two
leadership staff supported four program staff members. Both middle schools are schoolwide
Title I schools with somewhat similar demographics.
During Year 1, the BGCSV 21 st CCLC had an enrollment of 49 students, with 9 students
from private schools, 22 from Mt. Baker and 18 from La Venture. The school district
provided transportation and food for all students, and program ran from 8 a.m. to 2 p.m.
In the morning, breakfast was provided, and students spent the first hour of their time
relaxing and engaging in choice activities. At 9 a.m., program staff would lead Summer
Brain Gain, an academic time designed to combat summer learning loss. Students would
transition to an enrichment activity following their academic time, and then move to
summer reading. Following lunch, the 21 st CCLC partnered with local organizations,
including Planned Parenthood and Domestic Violence and Sexual Assault Services
(DVSAS) to provide SEL programming.
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The BERC Group EXECUTIVE
SUMMARY 2021
These partnerships were an important part of Year 1 programming and provided
opportunities for students to engage in conversations about relevant, topical issues.
Representatives from each organization asked students to share their thinking, and
provided a box for students to ask questions of them in a safe, anonymous way. Partners
came twice a week, and led preventative conversations about expressing emotions,
managing anxiety, and developing coping mechanisms.
In addition to these community partnerships, the 21 st CCLC met weekly with the Mt.
Vernon library to participate in several activities including Mexican Folk Dancing, OZO
Bots, Virtual Reality, and a Japanese Cultural Experience. Students also had the
opportunity to participate in lessons with Animal Encounters, watch a comedian and a
magician, and learn about marine wildlife from representatives of the Padilla Bay reserve.
A complete summer schedule can be found in Appendix A.
Similar to prior years of programming, staffing remained a challenge. One staff member
left half-way through the summer, and the remaining staff were new to 21 st Century
programming. As a result, it was important for staff to build relationships with one
another and develop a clear understanding of the goals and objectives of the 21 st CCLC.
Another challenge to implementation during Year 1 was the lack of consistency around
Covid regulations. The site coordinator shared, “I think everything being up in the air was
really stressful and really frustrating because it would keep changing days before we
started program… it was literally like a couple weeks before program started that we
finally found out we were only going to be at one place, that kind of thing was just, it was
frustrating.” She also noted that the lack of choice for students, and the lack of ability to
“mix and mingle” with other students impacted enrollment. Several students began the
summer program, but quickly expressed disappointment that it felt too much like school,
so they did not persist. They also really missed the opportunity to go on field trips, one of
the most impactful components of typical summer programming. One staff member noted
that those opportunities tend to “build a sense of community” and increase enrollment.
One final challenge during Year 1 was the food quality. Although students were given
meals and snacks, the site coordinator shared, “MVSD provided transportation and food,
though the food was horrible. It was so bad we felt terrible giving to the students. Just a
bunch of snacks, and same thing over and over again. Sometimes it was spoiled. It was
the worst I have ever seen.”
During Year 1 it was difficult to collect meaningful data due to the Covid pandemic.
Program was significantly shorter than a typical evaluation cycle, and assessment data
was not collected during the school year. Additionally, the 21 st CCLCs did not collect
survey data, and had limited interactions with family to gather their perspectives. As a
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result, the impact of program was assessed by staff perception and attendance in program.
During future grant years, evaluators will have more access to staff, and will integrate
program collected data with standardized assessments and qualitative data to develop a
more comprehensive picture of program.
For the BGCSV 21 st CCLC, staff expressed pride in their accomplishments, and felt that
students were able to make gains, particularly around social-emotional learning. The site
coordinator shared that their community partners provided extremely successful SEL
curriculum, and students were engaged in conversations and willing to take risks and ask
questions. She noted that the “vibe” of the room was often positive, with kids laughing
and talking with one another in authentic, genuine ways. Students hated the summer
reading, however, they persisted despite their dislike.
Year 1 recommendations are general, due to the unusual nature of the first-year
programming. Once a complete evaluation of Year 2 programming is complete,
evaluators will use data to develop specific recommendations for continuous
improvement.
• Continue to address student behaviors.
• Maintain and Strengthen Connections to the School District.
• Continue to Build capacity for community and family partnerships.
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SUMMARY 2021
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